No abstract

Older adults with reduced physical capacity are at greater risk of progression to care dependency. Progressive resistance strength exercise and multimodal exercise have been studied to restore reduced physical capacity. To summarize the best evidence of the two exercise regimes, this meta-analysis study appraised randomized-controlled trials from published systematic reviews. Medline, Embase, and the Cochrane Database of Systematic Review and Cochrane Central Register of Controlled Clinical Trials were searched for relevant systematic reviews. Two reviewers independently screened the relevant systematic reviews to identify eligible trials, assessed trial methodological quality, and extracted data. RevMan 5.3 software was used to analyze data on muscle strength, physical functioning, activities of daily living, and falls. Twenty-three eligible trials were identified from 22 systematic reviews. The mean age of the trial participants was 75 years or older. Almost all multimodal exercise trials included muscle strengthening exercise and balance exercise. Progressive resistance exercise is effective in improving muscle strength of the lower extremity and static standing balance. Multimodal exercise is effective in improving muscle strength of the lower extremity, dynamic standing balance, gait speed, and chair stand. In addition, multimodal exercise is effective in reducing falls. Neither type of exercise was effective in improving activities of daily living. For older adults with reduced physical capacity, multimodal exercise appears to have a broad effect on improving muscle strength, balance, and physical functioning of the lower extremity, and reducing falls relative to progressive resistance exercise alone.

The findings of this systematic review highlight the importance of addressing older adults' living environment in intervention to promote independence in ADLs.

Background and Purpose: A variety of admission criteria have been utilized to assist in the selection of viable candidates in physical therapy programs. These criteria include cognitive measurements such as grade point average (GPA) and standardized test scores. However, only a few studies correlated these cognitive measurements to predicting success on the National Physical Therapy Examination (NPTE). The purpose of this study was to examine the performance of entry-level doctoral physical therapy (DPT) students on prior cognitive measurements and correlate it to passing on the first attempt of the NPTE. This study also aimed to determine if two inventory surveys examining personality traits and coping skills were appropriate predictors for passing the NPTE on the first attempt. Subjects: Forty-nine students from seven physical therapy programs which offer the DPT program participated in the study. Methods: Participants provided their Scholastic Aptitude Test (SAT) scores and undergraduate grade point average (GPA) and completed three surveys including a survey on past academic performance, the Big Five Inventory (BFI) personality survey and the Coping Inventory for Stressful Situations (CISS). Logistic regression and correlation coefficients were used to analyze the relationship of these factors to the NPTE and to each other. Results: SAT score was the only significant variable identified as a predictor for passing the NPTE on the first attempt. Discussion and Conclusion: SAT scores may be utilized to predict performance on the NPTE. Personality traits and coping skills were not found to be statistically significant predictors.

This study aimed to query occupational therapy educators in professional programs in the United States about the amount of time spent addressing sexual activity and the type and depth of education related to sexual activity. The study aims to inform educators about how sexual activity is taught. A cross-sectional survey research design was used with both closed-and open-ended questions. A total of 51 educators participated. An average of 3.5 hr was spent teaching sexual activity. Many of the participants were comfortable teaching sexual activity. However, some reported that sexual activity was often an overlooked topic in occupational therapy curriculum and was not emphasized as much as other activities of daily living. In addition, participants reported that the under emphasis of teaching sexuality may be due to a lack of educational background, the broadness of the topic, discomfort of the students, and a lack of information in textbooks. Most of the participants are comfortable teaching sexual activity and believe that it is an important topic in occupational therapy curriculum. However, many consider it an overlooked topic specifically with chronic conditions and sexually transmitted infections. Therefore, educating instructors on sexual activity and pedagogical methods will enhance occupational therapy curriculum.